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KGroup 5

Page history last edited by PBworks 14 years, 4 months ago

Nuestro Cuerpo- Our Body Academic Challenge



Jim Dees & Julie Bass Huffman ISD, Tesslyn Mustain Humble ISD, Martha Montoya El Paso ISD, Araceli De La Cruz North Shore ISD


Subject Areas

ESOL, health science technology, science, health


Intended Grade Levels

10, 11



Students will explore the systems of the body, their functions, and parts in both English and Spanish. They will participate in an interactive videoconference academic challenge.


Project time frame

This project will take up to 2 weeks to complete.


How to sign up

The VC facilitator will email participating sites during the fall semester to sign up. He/she will schedule bridging for a multipoint conference if needed, and reserve facilities and equipment. Due date for participating sites to sign up is Friday, January 5, 2007.



Sites can connect by IP or ISDN.


Target Timeline for Implementation

This project will occur during the second semester during the unit on body systems. Date TBA pending purchase of VC equipment and scheduling of facilities.


Learner Outcomes


ESOL: The ESOL student will:


  • read and write using body systems in English while connecting to native knowledge of the human anatomy.
  • use visuals and written documents to improve comprehension through listening, reading, speaking, and writing/ developing vocabulary in an integrated curriculum.
  • research word orgins using reference material such as a glossary, English/Spanish dictionary, thesaurus, available technology to determine precise meanings and usage.

(TEKS 128.41)


Health Science Technology: The health science technology student will:


  • analye the relationships between the anatomical structures and physiological functions of systems.
  • comprehend the terminology related to health care
  • use terminology applicable to the health care industry
  • appropriately use health care terms (in both English and Spanish).

(TEKS 121.2)


Methods and Activities


Day 1-3: Teacher will introduce the project procedures, requirements, expectations, and rubric. He/she will divide the class into groups of 3-4, then assign them a body sytem. Groups will use classroom resources to read articles, research, and take notes on the function and parts of their system with both English and Spanish labels. They will produce a labeled drawing with all parts in English and Spanish, and write a summary of their body system. Teacher will notify campus of the scheduled videoconference which will be run as an on-campus field trip. Students will be pulled from class to participate.

Day 4-5: Groups will use information from their research to write 5 challenging questions with answers. These questions will be submitted to the VC facilitator by e-mail for revision and approval. The facilitator will review questions for appropriateness and challenge-level. This process will continue until all questions are approved for use in the videoconference.

Day 6-7: Teacher will escort students to the videoconference site to rehearse and check lighting, staging, and audio. He/she also will discuss appropriate VC etiquette and student expectations.


Conference Day 8

Prior to the conference: Facilitator will schedule a test call to all sites to check connectivity and audio levels. Facilitator will select 5 questions to present to each site. Sites will not know in advance what questions they will answer.

10 Minutes: All sites connected: Facilitator completes roll-call of each site, and welcomes participants. Facilitator reviews procedure with all sites, and asks for questions. Facilitator then presents each site with the questions they will answer.

20 Minutes: All sites mute mics: Students work in groups to answer questions using classroom resources. Sites will select one person to act as the site facilitator.

5 Minutes: One site at a time un-mutes mic: Each site will ask 1 yes/no clarifying question to assist with answering questions.

10 Minutes: All sites mute mics: Students work in groups to confirm answers using classroom resources.

10 Minutes: Facilitator welcomes sites back, then asks each site to present answers to the questions and how they arrived at their answers. Facilitator reveals the answers. Each site will have the opportunity to share one science-related joke. Finally, the facilitator thanks each site for their participation.


Post Conference

Day 9-10: Teacher will debrief the videoconference with students. Students will reflect on the experience in writing: what did they find out, what surprised them, what frustrated them, what was the hardest part or best part, and one thing they will remember about the videoconference. Teacher and students collaboratively will complete a rubric about their performance before and during the videoconference.



Textbooks, medical dictionaries, English-Spanish dictionaries, human body resources (charts, books), Internet sites.

Anatomical Diagrams

Project Advertisement



Web Resources

Helpful websites



Student Reflections & Project Rubric

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